Greetings and Introductions

Learning Objectives

By the end of this lesson, you will be able to:

• Recognize and produce the ASL signs for basic greetings and introductions (e.g., Hello, Goodbye, My name is, What is your name?).
• Fingerspell your first name and understand fingerspelling as a tool for ASL communication.
• Use facial expressions and non-manual signals to show politeness and correct question formation.
• Demonstrate respect for Deaf culture by understanding the importance of visual attention and name signs.

Texas ASL TEKS Alignment

• §117.341. Languages Other Than English, Level I, (5)(A), (7)(A), (8)(A), (8)(B)
• Focus on receptive and expressive communication, cultural understanding, and finger spelling development.

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Bell Ringer / Warm-Up (7 minutes)

Activity: Visual Name Game

• Each student will watch the teacher fingerspell their first name slowly with clear handshape, palm orientation, and movement.
• Students silently mimic the fingerspelling along with the teacher’s demonstration, focusing on accurate handshape and movement.
• Then, students pair up and practice fingerspelling their first names to each other slowly, emphasizing eye contact and movement.
• Teacher models facial expression with question markers (raised eyebrows) and polite eye contact.

Purpose: This warm-up sets a comfortable pace, introduces movement and facial grammar, and primes students for receptive and expressive practice.

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Mini Lesson / Direct Instruction (15 minutes)

Vocabulary Taught:

• Hello
• Goodbye
• My name is
• What is your name?
• Nice to meet you

Teacher Modeling Strategies:

• Demonstrate each sign slowly, exaggerating handshape, palm orientation, movement, and location (home sign area and neutral space).
• Use large, clear movements and face the whole class while signing.
• Repeat each sign 3 times from different angles.
• Show corresponding facial expressions and non-manual signals (e.g., raised eyebrows for questions).
• Emphasize eye gaze—students must watch the signer’s face and hands carefully.

Common Student Errors:

• Incorrect handshape or palm orientation (e.g., palm facing wrong direction).
• Omitting facial expressions, making questions appear as statements.
• Not maintaining eye contact or watching the signer.
• Moving signs out of neutral space or inconsistent movement.

Visual Teaching Methods:

• Use large printed picture cards with the sign name and image.
• Project a video of native Deaf signers performing the vocabulary with natural facial grammar.
• Use mirrors for students to check their own handshapes and expressions.

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Guided Practice Activities (12 minutes)

1. Mirror Practice (3 minutes): Students practice each sign individually using handheld mirrors to check handshape, palm orientation, and facial expression.

2. Partner Question & Answer (5 minutes): In pairs, students practice:

• Signing “Hello” and “My name is [fingerspelled name].”
• Asking and answering “What is your name?” with the correct question facial expression. Partners provide positive feedback and reminders to watch eye gaze.

3. Signing Relay Race (4 minutes): Divided into two teams, students take turns running to a card with one vocabulary word, signing it to the team, and “passing” the turn by signing “go.” This encourages movement, quick recall, and public signing in a supportive atmosphere.

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Independent Practice (5 minutes)

Task: Create a short introductory dialogue using the vocabulary learned. Write it down first and then practice signing it silently to themselves or a willing partner. Example script:

• Student A: Hello! My name is ___. What is your name?
• Student B: My name is ___. Nice to meet you!
• Student A: Nice to meet you too! Goodbye!

Students self-assess based on a checklist provided by the teacher (e.g., correct signs, facial expressions, fingerspelled name).

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Differentiation

• Struggling Learners: Use enlarged picture cards and slow teacher repetition. Pair with patient partners for modeling. Allow extra mirror time.
• SPED / Language Delays: Provide one-on-one instruction and visual step cards outlining fingerspelling and greeting steps. Use tactile cues (e.g., hand-over-hand gentle guidance if appropriate).
• Fast Finishers: Challenge to fingerspell full name plus one family member’s name, practicing clear finger movement and palm orientation.

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Assessment / Exit Ticket (1 minute)

• Each student will fingerspell their first name and sign either “Hello” or “Goodbye” to the teacher or a partner.
• Teacher notes accuracy and facial expression for quick formative assessment.

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No-Prep Activity Option

Activity: “Guess Who?” Name Pantomime

• Students silently fingerspell their own name and perform the greeting without voice.
• Peers guess the name and respond with “Nice to meet you” in sign. This requires no materials and reinforces fingerspelling and receptive comprehension.

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Classroom Management Tips

• Establish “Eyes on the signer” rule to ensure focus on the teacher or partner.
• Use a “Show me your hands” routine to check sign readiness and reduce fidgeting.
• Encourage students to sign in “slow motion” when nervous to build confidence.
• Reinforce positive peer feedback to create a safe environment for shy signers.
• Signal “pause” clearly by holding hand in front with palm facing student to stop excessive talking or off-task behavior.

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